1. School-age Speech and Language Center
Group Meeting: July 1st, 2019

2. Today’s Agenda Client Grand Rounds (Only For Your CHARTR Client)
infCDS Resources and a Review of Strategies for Addressing Behavior Management During Assessment
Review of Administering Norm Refererenced Standardized Assessments
Preparing for Your First SOAP
Thinking About Post Assessment Next Steps: Treatment (Tx), Data Collection, and Conceptualizing and Writing LTGs and STOs.
What is Coming Up Due: ITP Drafts – Next Friday*
* Based upon client schedule. Complete as much as you can and note when additional data will be completed

3. Sharing Activity (You May Want to Type this Out
Client Rounds: Assigned Clients to Be Discussed (i.e. CHARTR Clients) – Q & A Following Overview
Clients
Sharing Activity (You May Want to Type this Out
Your Assigned CHARTR Clients
Client Code
Chronological Age
New or Returning Client?
* New Client: What do you know about the concerns that will drive your clinical questions?
* Returning Client: Previous Dx
* What Type of Assessment will you be Completing with your client (Norm-Referenced Standardized Tests or Informal/Criterion-Based Assessment)
* Describe Specifically What Target You Are Assessing, Tool or Approach Being Used, and What Clinical Question You are Hoping to Answer.

5. Behavior Modification Overview
Consider the Client and Their Perspective
Setting: Think about room arrangement (especially pertaining to your client’s attention and distractibility)
Expectations: Visual schedules (e.g., First/Then), Agendas (e.g., White Board), Contracts, etc. Routines can be your friend
Reinforcement: Token-based system (fixed or ratio); timed timers, DAP language
Family Involvement: Plan on how and when you might need to include caregivers, parents, or siblings (e.g., Create a word or phrase when you may need some assistance.

6. Prevention Strategies
It’s all about avoiding power struggles
Give the client a “sense of control”
Examples: Directives and Forced Choice & How we use our language is very important
Encourage preferred behaviors
Extrinsic vs. Intrinsic Reinforcement: E.G., Token-based systems coupled with verbal reinforcement (Avoid…. “Good Job”)
Give the client a reason for following the “agenda”
What’s the payoff?
Don’t be afraid to wait and not talk!!!! How to redirect? (Eye contact, self- play, if you have an assistant, use them, change of stimulus item, my turn/your turn, etc.

7. Informal Assessments: How Are You Doing This?
Speech Sounds
Language (content & form)
Social Skills

8. Norm-Referenced Standardized Tests
Speech Sound Disorders (Common)
Language Disorders (Common)
Diagnostic Evaluation of Articulation and Phonology (DEAP)
Goldman-Fristoe Test of Articulation – 3rd Edition (GFTA-3)
Hodson Assessment of Phonological Patterns (HAAP-3)
Khan-Lewis Phonological Analysis- 3rd Edition
Peabody Picture Vocabulary Test – 4th Edition
Expressive One Word Vocabulary Test
Expressive Vocabulary Test – 2nd Edition
Comprehension Assessment of Spoken Language – 2nd Edition (CASL-2)
Clinical Evaluation of Language Fundamentals (CELF-5) ( t-review-celf-5/)
Oral & Written Language Scales – 2 (OWLS-II)

9. Administering Norm-Referenced Standardized Tests
When using a norm-referenced standardized assessments, you should ask yourself a series of questions:
What is the Purpose of Administering a Certain Test: Why are you giving a certain test? What is your clinical question or hypothesis?
Test Utility: How are the assessment results going to help you? Eligibility, Intervention Planning, Progress Monitoring?
Which Assessment to Choose? Are there tools that employers specifically use? Timing? Specific Communication Constructs? Other Factors?
What are the Limitations: All tests have limitations. Be aware of these. Many are noted within the examiner’s manual.
Corroborating with Other Information: No single measure should be used. Triangulate your findings with language sample results, work samples, other school data (i.e., ESL testing, summative or formative assessments).

10. What are Standardized and Norm-Referenced Tests?
Standardization is a research process that includes careful selection of test items, administration of the items to a representative sample drawn from a defined population, statistical analysis of results, establishment of age-based norms, and the development of instructions and response scoring procedures.
Most standardized tests are norm-referenced. Norm-referenced tests are ALWAYS STANDARDIZED. Norm-referenced tests help compare a client’s performance to the performance of another group of individuals called the normative group. The normative group is usually a representative sample of individuals of the same age, sex, and cultural group as the client.

11. The Design of a Test Should Include (Found in the Examiner’s Manual):
The size of the sample: The American Psychological Association states that a sample should not be less than 100.
The ethnocultural and socioeconomic levels of the individuals selected for standardization: The more heterogeneous the population, the greater the utility.
Other relevant noted variables: IQ, medical status, disability status, and range of education and occupation of parents.
Types of validity addressed: Is the test measuring what it claims to measure.
Descriptive statistics: The manual should include means and standard deviations for all groups on who the test items have been administered; additional statistical transformation of raw scores (e.g., standard scores & percentiles) may also be specified.

12. Question Design
Test developers carefully select items that they believe represent the skill the test seeks to measure.
The analysis then establishes a “normal distribution of scores”.

13. Normal Curve (i.e., Bell Curve)

14. Score Descriptions are Typically in the Examiner’s Manual & Interpretation’s are in the Technical Manual
Raw Score: Number of correct responses – to use as a comparison is not meaningful, so scores are statistically transformed into other scores (i.e., derived or scaled).
Percentiles: Represents the percentage of individuals in the standardized sample scoring at or below a given raw score. (e.g., a student scoring at the 30th percentile is thought to have performed lower than 70% of those in the normative sample.
Standard Scores (Z and T-Scores): Represents the degree to which a child’s score deviates from the mean. The SD is a measure of the distance between the group mean and and the individual score.
Stanine: Developed by the Air Force during WW II as a statistical measure on a 9 point scale.
Equivalent Scores: Instead of a comparison to the total distribution, the equivalent score is a comparison to a particular age group or educational level.

15. Preparing to Administer a Test
Prior to administering ANY assessment, you should do the following:
Always read and review the examiner’s manual and technical manual.
Always review the testing protocol
If it’s your first time administering a certain test, practice with another person (even setting up the assessment material and seating arrangements are important to consider). Don’t assume that tests measuring the same construct are designed the same way and have the same administration rules.
Know how to complete, score, and interpret and score a complete protocol. All of this information can be found in either the administration or technical manuals.

16. Administration: Basel and Ceiling Levels
Many standardized tests will require the examiner to establish a basal level and a ceiling level. The tests will define this in terms of correct and incorrect scores .The basal score is the entry level and the ceiling score is the test-terminating score.
Basal: Many tests will provide an option of not starting at the beginning but an arbitrary level judged appropriate for the child. After a series of consecutive correct answers the clinician will know if they began at the proper level. If not, then the clinician moves down until the basal is established.
Ceiling: The ceiling represents the highest number or level of test items administered or the point at which the test administration is stopped because the remaining higher level items are all considered to be incorrect responses.
A test may require that a basal and ceiling be established to calculate a raw score. This gets converted into standardized scores and percentiles.

17. What to Typically Include in a Formal Norm-Ref. Standardized Assessment?
Parent Interview and Developmental History
Appropriate Norm-Referenced Standardized Test (based upon information obtained prior to assessment).
Conversational / Language Sample
DA or Stimulability Testing – if Appropriate
Oral Mechanism Evaluation
Informal Measure of Fluency and Voice
Hearing Screening
* What might be different for a bilingual assessment? A very relevant question to to think about.

18. Example Administration of the PPVT-4
Since we will be practicing the administration and scoring of a couple norm- referenced standardized tests, the following video sample may help you and your assessment partner during your practice session (If you use this video to practice your scoring technique, please use the DOB I sent to you in schedule change ):
YouTube video of a child being administered the PPVT-4.

19. Other Video Examples of Test Administration for Other Common Norm-Referenced Tests
Goldman-Fristoe Test of Articulation – 3 (GRTA-3rd Ed; Goldman Fristoe, )
Video training webinar: (Start at Time Index: 5:46)
CELF -5:
Video training webinar:
Expressive One-Word Picture Vocabulary Test
Video training webinar:

20. Other Assessments to Include (if Needed)
Hearing Screening
Oral Mechanism Examination (Observe and & Practice)
DDK: Diadochokinetic Rate (See Fletcher Norms in Paul Book)
Observation and Notation of Voice & Fluency

21. Post Assessment Analysis Writing Your SOAP
Begin Developing your LTG and STOs (See Next Slide)
What is Due Next?
Meeting Schedule for next week has changed. The Relief Nursery Hearing Screenings will be on Monday – Thursday from 9-1pm due to their classroom schedules.

22. Writing LTGs & STOs (USE “SMART” Framework)
Goal/LTG: Overall statement of targeted behavior (e.g., Intelligibility, MLU, C-Units, etc)
Goals are dependent on the setting in which the client is served or expected to accomplish the goal
Most IEP/IFSP goals written for EC CARES or the school district will be for one year
Goals written for the clinic may be for one-term or longer, depending on the needs of the client
Objectives/STOs: Task analysis; small steps to achieve the goal; small steps to monitor progress
Can be sequential or additive
See infoCDS Slides on Goal Writing for a Review

23. QUESTIONS / COMMENTS / CONCERNS?
THANK YOU!
QUESTIONS / COMMENTS / CONCERNS?